young learners handbook 2018

About Cambridge Assessment English 2Pre A1 Starters, A1 Movers and A2 Flyers A1 Movers Paper 1: Listening 35 Paper 2: Reading and Writing 41 Paper 3: Speaking 49 A2 Flyers Paper 1: List

Handbook for teachers

For exams from 2018 Pre A1 Starters, A1 Movers and A2 Flyers

About Cambridge Assessment English 2

Pre A1 Starters, A1 Movers and A2 Flyers

A1 Movers

Paper 1: Listening 35

Paper 2: Reading and Writing 41

Paper 3: Speaking 49

A2 Flyers

Paper 1: Listening 61 Paper 2: Reading and Writing 67 Paper 3: Speaking 75

Speaking assessment

Make the most of your handbook

The best way to get the most from your handbook is to use the digital version which is updated more regularly.

The digital version contains links which take you straight to related pages if you want to find out more For example, you can read about Part 1 of the Reading and Writing paper in the Tasks section, then click on the link to take you straight to a sample Part 1 task There are also links which take you to useful websites and resources.

About Cambridge Assessment English

Cambridge English Qualifications are in-depth exams that make learning English enjoyable, effective and rewarding

Our unique approach encourages continuous progression with a clear path to improving language skills Each of our qualifications focuses on a level of the Common European Framework of Reference (CEFR), enabling learners to develop and build speaking, writing, reading and listening skills

Our qualifications are based on research into effective teaching and learning They motivate people of all ages and abilities to learn English and develop practical skills for the real world

We have Cambridge English Qualifications for:

• Schools

• General and higher education

• Business Whether learners are planning to live, work or study in their own country or abroad, our qualifications prove they have the English language skills to succeed

To find out more about Cambridge English Qualifications and the CEFR, go to cambridgeenglish.org/cefr

We are Cambridge Assessment English Part of the University of

Cambridge, we help millions of people learn English and prove

their skills to the world

For us, learning English is more than just exams and grades

It’s about having the confidence to communicate and access a

lifetime of enriching experiences and opportunities

We deliver qualifications and tests in over 130 countries to over

5.5 million people every year

Cambridge Assessment International Examinations

Prepares school students for life, helping them develop an informed curiosity and a lasting passion for learning.

The largest assessment research capability of its kind in Europe

Cambridge Assessment English

We help millions of people learn English and prove their skills to the world

OCR: Oxford Cambridge and RSA Examinations

Is a leading UK awarding body

Departments of the University

Departments (exam boards) One of the top universities in the world

Oxford Cambridge and RSA

Cambridge English Scale

Common European Framework of Reference (CEFR)

80 90 100 110 120 130 140 150 160 170 180 190 200 210 220 230

A1 Movers

A2 Key for Schools

B1 Preliminary for Schools

Pre A1 Starters

B2 First for Schools C1 Advanced C2 Proficiency

A2 Flyers

B1 Preliminary B2 First C1 Advanced C2 Proficiency

B1 Business Preliminary

B2 Business Vantage

C1 Business Higher

8.5

6.0 6.5 7.0 7.5 8.0

3Pre A1 Starters, A1 Movers and A2 Flyers – an overview

Marks and results

In the Reading and Writing papers in Pre A1 Starters, A1 Movers and A2 Flyers correct spelling is required In Part 2 of the Listening paper some misspellings are allowed Candidates must follow the instructions carefully and keep within the word limits

The completed question papers are returned to Cambridge to

be marked

Results are reported in a way designed to provide positive encouragement to learners All candidates who complete their exam receive a certificate and a statement of results to show what they can do (rather than what they can’t do) They also give the children credit for having taken part

The exams are designed to ensure that most candidates do very well In order to equate different test versions, the shield score boundaries are set so that all candidates’ results relate to the same scale of achievement This means, for example, that the shield 4 boundary may be set at a slightly different raw score across versions

Pre A1 Starters, A1 Movers and A2 Flyers, designed for young

learners, provide a reliable and consistent measure of how well a

child is doing in learning English

The exams are designed to make learning fun Children are

motivated by working towards certificates and earning the

‘shields’ that record their progress

Pre A1 Starters, A1 Movers and A2 Flyers lead on to other

Cambridge English Qualifications designed for young people, for

example A2 Key for Schools, B1 Preliminary for Schools and B2

First for Schools

The exams take account of relevant research in a number of areas

and the specific needs of prospective users (children, parents

and teachers)

In producing the exams, particular attention is paid to the

educational consequences of using a language test with young

learners, and the following areas are carefully considered:

• current approaches to curriculum design and pedagogy for

young learners, including recent coursebooks and other

resource materials

• children’s cognitive and first language development

• the potential influence of test methods, including the

familiarity and appropriacy of different task types, question

formats, typography and layout

• probable variation between different first language groups

and cultures

Above all, it is essential for the testing experience to have a

positive impact on the children’s future language learning

Who are these exams for?

Pre A1 Starters, A1 Movers and A2 Flyers are designed to offer

a comprehensive approach to testing the English of learners in

primary and lower secondary education

What level are the exams?

The exams are aligned with the CEFR Pre A1 Starters is targeted

at Pre A1 A1 Movers is targeted at Pre A1 and A1, with a strong

performance indicating A1 A2 Flyers is targeted at A1 and A2,

with a strong performance indicating A2 The table above right

shows how these qualifications are linked to the CEFR as well as

their relationship to A2 Key for Schools Results are also aligned

to the Cambridge English Scale The Cambridge English Scale is

designed to complement the CEFR

Pre A1 Starters, A1 Movers and A2 Flyers –

an overview

Starters, Movers and Flyers exams are designed to

help children achieve internationally recognised

standards of English The three exams are aligned

to the Council of Europe’s Common European

Framework of Reference (CEFR) at Levels Pre A1,

A1 and A2

Results for the exams are mapped to the Cambridge

English Scale The Cambridge English Scale is

designed to complement the CEFR

There is no pass or fail in Starters, Movers and Flyers

All children receive a certificate which shows how

many shields they receive in each skill (speaking,

reading & writing and listening) The maximum score

is five shields

The table below provides examples of young learners’ typical English language abilities at the Pre A1 to A2 levels of the CEFR:

We are Cambridge Assessment English Part of the University of Cambridge, we help people learn English and prove their skills to the world

B1 A2 A1

Pre

A180 100 120 140

160

CEFR level

Cambridge English Scale Starters Movers Flyers Key for Schools

Distinction Merit Pass Level A1

Starters, Movers and Flyers

Listening and Speaking Reading and Writing

A2

120–139

CAN understand instructions given in more than one sentence.

CAN understand simple spoken descriptions of objects, people and events.

CAN understand simple conversations on everyday topics.

CAN ask basic questions about everyday topics.

CAN tell short, simple stories using pictures or own ideas

CAN give simple descriptions of objects, pictures and actions

CAN talk briefly about activities done in the past.

CAN understand simple written descriptions of objects, people and events.

CAN understand simple, short stories containing narrative tenses.

CAN read and understand short texts, even if some words are unknown.

CAN link phrases or sentences with connectors like ‘and’, ‘because’ and ‘then’

CAN write simple descriptions of objects, pictures and actions.

CAN write a short, simple story using pictures or own ideas.

A1

100–119

CAN understand very simple spoken dialogues about familiar topics with the help of pictures.

CAN understand very simple spoken descriptions about people and objects.

CAN express agreement or disagreement with someone using short, simple phrases

CAN respond to questions on familiar topics with simple phrases and sentences

CAN give simple descriptions of objects, pictures and actions.

CAN tell a very simple story with the help of pictures.

CAN ask someone how they are and ask simple questions about habits and preferences.

CAN understand some simple signs and notices.

CAN read and understand some short factual texts with the help of pictures

CAN read and understand some short, simple stories about familiar topics with the help of pictures.

CAN write short, simple phrases and sentences about pictures and familiar topics.

CAN write simple sentences giving personal details.

CAN write short, simple sentences about likes and dislikes.

Pre A1

Below 100

CAN understand letters of the English alphabet when heard.

CAN understand some simple spoken instructions given in short, simple phrases

CAN understand some simple spoken questions about self – such as name, age, favourite things or daily routine.

CAN understand some very simple spoken descriptions of people – such as name, gender, age, mood, appearance or what they are doing.

CAN understand some very simple spoken descriptions of everyday objects – such as how many, colour, size or location.

CAN understand some very short conversations that use familiar questions and answers.

CAN name some familiar people or things – such as family, animals, and school

or household objects.

CAN give very basic descriptions of some objects and animals – such as how many, colour, size or location.

CAN respond to very simple questions with single words or a ‘yes/no’ response.

CAN read and understand some simple sentences, including questions

CAN follow some very short stories written in very simple language

CAN write the letters of the English alphabet.

CAN write name using the English alphabet

CAN copy words, phrases and short sentences

CAN spell some very simple words correctly.

Exam support

Support for candidates

We provide learners and parents with a wealth of resources and preparation materials throughout our website, including exam advice, sample papers, candidate guides, games and online learning resources

cambridgeenglish.org/learning-english

Exam sessions

The exams are available on paper (on demand), on computer and

on supported tablets (fixed exam dates) Talk to your centre to find out more

Candidates must be entered through an authorised Cambridge English exam centre Find your nearest centre at cambridgeenglish.org/centresearch

Facebook

Learners joining our lively Facebook community can get tips, take part in quizzes and talk to other English language learners facebook.com/cambridgeenglish

Registering candidates for an exam

Exam entries must be made through an authorised Cambridge English exam centre

Centre staff have all the latest information about our exams, and can provide you with:

• details of entry procedures

• copies of the exam regulations

To support teachers and help learners prepare for their exams,

Cambridge English and Cambridge University Press have

developed a range of official support materials including

coursebooks and practice tests These official materials are

available in both print and digital formats

cambridge.org/elt

Support for teachers

The Teaching English section of our website provides user-friendly,

free resources for all teachers preparing for our exams It includes:

General information – handbooks for teachers, sample

papers

Detailed exam information – format, timing, number of

questions, task types, mark scheme of each paper

Advice for teachers – developing students’ skills and preparing

them for the exam

Downloadable lessons – a lesson for every part of

every paper

Teaching qualifications – a comprehensive range of

qualifications for new teachers and career development for

more experienced teachers

Seminars and webinars – a wide range of exam-specific

seminars and live and recorded webinars for both new and

experienced teachers

Teacher development – resources to support teachers in their

Continuing Professional Development

Exam update information – detailed information about the

2018 update of the exam

cambridgeenglish.org/teaching-english

5About the exam

About the exam

The three levels

The aims of the Pre A1 Starters, A1 Movers and A2 Flyers exams are to:

• sample relevant and meaningful language use

• measure accurately and fairly

• present a positive first impression of international exams

• promote effective learning and teaching

• encourage future learning and teaching

The three exams together form a bridge to take children learning English as a second language from beginner to basic user level (A2) They are fun, colourful and activity based, motivating children to learn

A wide range of textbooks and teaching materials which are used

in classrooms with young learners throughout the world are reviewed as part of the ongoing exam development process

The table on the next page indicates the common characteristics and variations in the different levels

The three syllabuses

The syllabuses for the three levels follow They describe the

topics, the grammar and structures, the lexis and the tasks on

which the exams are based

Considerable care has been taken to reflect the language covered

in a wide range of Primary English courses and materials

A guiding principle for the exams is a desire to close the distance

between the children’s experiences of learning and of testing

Tasks are intended to test the meaningful use of language in clear,

relevant, accessible contexts Children must know what to expect

when they sit down to take the exams, so we publish the full

vocabulary list, and grammar and structures lists Teachers should

familiarise children with the exam format whilst continuing their

normal teaching programmes, and concentrate on teaching

through a focus on meaning and context

In general, the language input to the exams is likely to be of a

standard British English variety, although care is taken to avoid

terms which might cause confusion for learners of American

English Some American English terms are included in the

vocabulary lists Versions of the Listening test contain both

British and American accents In terms of a candidate’s output,

both standard British English and standard American English are

equally acceptable

w

Overall length Number of tasks/parts Number of items

Pre A1 Starters

A1 Movers

A2 Flyers

7About the exam

Can Do summary

The tables below give some examples at each level of typical general ability These statements are linked to the CEFR

Pre A1 Starters

CAN understand letters of the English alphabet when heard

CAN understand some simple spoken instructions given in

short, simple phrases

CAN understand some simple spoken questions about self –

such as name, age, favourite things or daily routine

CAN understand some very simple spoken descriptions of

people – such as name, gender, age, mood, appearance or what

they are doing

CAN understand some very simple spoken descriptions of

everyday objects – such as how many, colour, size or location

CAN understand some very short conversations that use

familiar questions and answers

CAN name some familiar people or things – such as family,

animals, and school or household objects

CAN give very basic descriptions of some objects and animals –

such as how many, colour, size or location

CAN respond to very simple questions with single words or a

A1 Movers

CAN understand very simple spoken dialogues about familiar

topics with the help of pictures

CAN understand very simple spoken descriptions about people

and objects

CAN express agreement or disagreement with someone using

short, simple phrases

CAN respond to questions on familiar topics with simple

phrases and sentences

CAN give simple descriptions of objects, pictures and actions

CAN tell a very simple story with the help of pictures

CAN ask someone how they are and ask simple questions

about habits and preferences

CAN understand some simple signs and noticesCAN read and understand some short factual texts with the help of pictures

CAN read and understand some short, simple stories about familiar topics with the help of pictures

CAN write short, simple phrases and sentences about pictures and familiar topics

CAN write simple sentences giving personal detailsCAN write short, simple sentences about likes and dislikes

A2 Flyers

CAN understand instructions given in more than one sentence

CAN understand simple spoken descriptions of objects, people

and events

CAN understand simple conversations on everyday topics

CAN ask basic questions about everyday topics

CAN tell short, simple stories using pictures or own ideas

CAN give simple descriptions of objects, pictures and actions

CAN talk briefly about activities done in the past

CAN understand simple written descriptions of objects, people and events

CAN understand simple, short stories containing narrative tenses

CAN read and understand short texts, even if some words are unknown

CAN link phrases or sentences with connectors like ‘and’,

‘because’ and ‘then’

CAN write simple descriptions of objects, pictures and actionsCAN write a short, simple story using pictures or own ideas

9Pre A1 Starters

Pre A1 Starters

Tasks

The Tasks pages give information

about the exam format and what is

tested in each part of the paper

Preparing learners

The Preparing learners pages give

information and advice about what

teachers can do to prepare their

learners There are also links to

useful websites to find additional

materials You’ll find suggested

strategies to help learners perform

to the best of their ability on

9

27

Pre A1 Starters Grammar and structures list

Grammar and structures list

Grammar and structures list

See the vocabulary lists for a comprehensive list of words in each category.

Examples

Nouns

Singular and plural including irregular plural forms, countable

and uncountable and names

Would you like an orange?

Lemons are yellow.

Pat has six mice.

I eat rice for lunch.

Adjectives

Including possessive adjectives

He’s a small boy.

His name is Bill.

Determiners It’s a banana.

This is an apple.

Put the hat on the boy’s head.

I want some milk.

These books are blue.

Pronouns

Including demonstrative, personal, and possessive interrogative

pronouns and ‘one’

(Positive, negative, question, imperative and short-answer

forms, including contractions)

Present simple Nick is happy.

I don’t like eggs.

Eat your lunch!

Is that your sister? Yes, it is.

Present continuous (not with future reference) What are you doing?

The cat’s sleeping.

Can for ability The baby can wave.

Can for requests/permission Can I have some birthday cake?

Have (got) for possession Have you got a pen?

Adverbs I’m colouring it now.

My grandma lives here.

She lives here too.

Conjunctions I’ve got a pen and a pencil.

Prepositions of place and time Put the clock next to the picture.

We go to school in the morning.

bounce v box n bread n breakfast n brother n burger n bus n but conj bye excl

count v cousin n cow n crayon n crocodile n cross n + v cupboard n

Pre A1 Starters Alphabetic vocabulary list

Alphabetic vocabulary list

Alphabetic vocabulary list

Pre A1 Starters Listening Tasks

Part Number of questions Number of marks Task types What do candidates have to do?

Tips for preparing learners for the Listening paper

✔

✔ It is important to make sure that children can understand

the spoken and written forms of all the words on the

Pre A1 Starters wordlist When preparing tasks, test writers

keep strictly to the vocabulary and grammatical structures

so that children who have been carefully prepared will be

familiar with all the language they hear or read on the day

of their test The vocabulary to be tested was selected with

young learners in mind and focuses on words relevant to

young children’s experiences of the world, such as animals,

toys, home, school and children’s leisure activities

✔

✔ Familiarise the children with spoken forms of British and American English The recordings use a range of adults and children speaking clearly in standard British and American English At Pre A1 Starters level speakers speak moderately slowly

✔

✔ Encourage the children to look carefully at the pictures and

to think about what they are illustrating

• Vocabulary list (including topics list)

• Free teaching resources

u Tell candidates to draw straight lines from each name to its person – this will be much less confusing for them when they are checking their work during the second hearing of the recording It doesn’t matter if their lines cross over each other and cross other people in the picture as long as it is clear which person each line leads to

u

u Make sure children understand that there is one extra name which they do not have to use They should not assume that that name is the name of the extra person in the picture and should only draw lines according to the instructions that they hear

u This part tests the candidate’s ability to listen for names and descriptions

Sue Ann Lucy Nick

or words All names are spelled out letter by letter, and must be spelled correctly for the mark to be awarded.

HOW TO APPROACH THE TASK

u

u Make sure that learners know what is expected of them in this task They should appreciate that they only need to write a name or a number in answer to each question Anything candidates have to write will be clearly heard twice

u

u Names which candidates are required to write will be spelled out for them All the names come from the Pre A1 Starters vocabulary list Candidates therefore need plenty of practice in the letters of the alphabet, paying particular attention to the vowels and the ‘difficult’ consonants, such as

G and J

u

u Where a number is required, candidates should be encouraged to write numbers as digits rather than words to avoid spelling mistakes Candidates will only hear numbers 1–20 so they need plenty of practice in hearing and recognising each of those numbers

HOW TO APPROACH THE TASK

u

u Candidates are allowed time to look at the pictures before they hear the dialogues Encourage them to look carefully at the pictures and to think about what they are illustrating

There are two examples.

Examples

What is the new girl’s name? Kim

How old is the new girl? 8

What animal has Alex got in his bedroom?

HOW TO APPROACH THE TASK

u

u Ensure that candidates know they should bring coloured pencils or pens

to the test Make sure that candidates are familiar with the names of the colours that they are expected to know at this level

u

u Make sure candidates understand what is expected of them in this part of the test They have to identify which one of the seven similar objects in the picture is being described and colour that object in the right way They should not colour anything else in the picture except the objects that they are told to colour

u

u Reassure them that this is an English test and not a test of their colouring skills They should focus on what they hear rather than worrying about how well they are colouring

Parents can get more information

from the Information for

parents page on the Cambridge

English website.

Teachers can find lesson plans and sample papers on the Cambridge English website.

Part Number of questions Number of marks Task types What do candidates have to do?

a picture

Write ‘yes’/’no’ to show if sentence

is correct or not

Tips for preparing learners for the Reading and Writing paper

✔

✔ As is appropriate for young learners, Pre A1 Starters Reading

and Writing tasks are supported by pictures It is therefore

useful to make plenty of use of pictures when preparing

candidates for the test Give candidates practice in matching

words for lexical items to pictures It is also helpful to

practise matching sentences to pictures You could, for

example, ask learners to read texts which describe scenes

and then to draw the picture according to the information in

the text

✔

✔ It is similarly useful to do exercises comparing and

contrasting different structures and vocabulary related to

pictures, for example, prepositions such as in and on, the

present continuous tense, different sports, etc Concentrate

on words which are likely to be confused, e.g photo/camera,

or which have ‘false friends’ in the candidates’ first language

✔

✔ Longer tasks are mainly based on simple stories Give

children as much opportunity as possible to read and enjoy

stories at their level

✔

✔ Test writers keep to the Pre A1 Starters word and structure

lists when preparing tasks Make sure children learn the

vocabulary, grammar and structures in the Pre A1 Starters

syllabus In this way all the language that they see in the test

will be known to them Write difficult or less common words

up on the classroom walls so that candidates become very

familiar with them

✔

✔ Vocabulary can be revised and reinforced in a way that children will find fun by using language puzzles and simple word games

✔

✔ Children often lose marks because they do not write letters and/or words clearly enough Remind candidates to check that what they have written is legible for someone who is not familiar with their handwriting It is often better not

to use joined-up writing, as letters can become confused and unclear

✔

✔ Candidates should be told to write only as much as they need to Children often lose marks because they attempt long answers which provide more opportunities for making mistakes

Quick links to resources

Paper 2

Pre A1 Starters Reading and Writing Tasks

Advice by task

Candidates should practise these exam strategies regularly in class

Reading and Writing Part 1

THE TASK

u

u In this task the candidate reads sentences There are five statements, each accompanied by a picture, and the candidate has to place a tick in a box if the statement matches the picture, and a cross if it does not The pictures show either singular or plural objects

HOW TO APPROACH THE TASK

u

u Encourage candidates to read the sentences and look at the pictures very carefully (at least twice), and make sure they know that the mark they put

in the box must be an unambiguous tick or a cross – if it looks as if it could

be either, they will lose the mark

u

u When introducing new words to candidates, make sure they can distinguish

between related words that are commonly confused (e.g sock/shoe)

u

u Give candidates practice in marking sentences with ticks or crosses to indicate whether they are true or false

ASSESSMENT

u

u This part tests the candidate’s ability to recognise the meaning of words,

by relating them to visuals

Reading and Writing Part 2

THE TASK

u

u Candidates look at a picture and five statements, some of which correctly describe the picture and some which do not Candidates write ‘yes’ or ‘no’

as appropriate

HOW TO APPROACH THE TASK

u

u Make sure that candidates are very familiar with action verbs that they are

likely to come across in this section (run, ride, walk, play, throw, sing, etc.)

u

u Make sure they realise that if any element of the sentence is false, then they must write ‘no’, even if there is an element which is true, for example:

The woman is throwing the ball to the girl The woman must be both

throwing the ball and throwing it to the girl for a ‘yes’ answer

ASSESSMENT

u

u This part tests the candidate’s ability to read and comprehend text at sentence level

4

Part 2

– 5 questions – Look and read Write yes or no .

Examples

There are two armchairs in the living room yes

Questions

1 The man has got black hair and glasses

2 There is a lamp on the bookcase

3 Some of the children are singing

4 The woman is holding some drinks

5 The cat is sleeping under an armchair

2

Part 1

– 5 questions – Look and read Put a tick (✔) or a cross (✘) in the box.

There are two examples.

Examples

Questions

1

CER_2063_7Y12_Young_Learners_Sample_papers_volume_1.indd 16 11/01/2018 11:06

Reading and Writing Part 3

THE TASK

u

u This is a test of knowledge of words and spelling There are five pictures

of objects, each accompanied by the word for the object given as jumbled letters The candidate must write the word for each object Dashes indicate the number of letters in the answer

HOW TO APPROACH THE TASK

HOW TO APPROACH THE TASK

u

u Remind children that each answer is only one word, and must make sense

in the story It must also fit grammatically Therefore, give candidates plenty of practice matching pictures and words and mixing up plurals and singulars to encourage them to be alert to these distinctions Also, help them to identify words or grammatical forms that will indicate whether an

answer should be plural or not, e.g if a gap is preceded by a

e hnc

pi

h p

so

u

me

oo

numbers 1–5 There is one example.

Lizards

Lots of lizards are very small animals but some are really big.

Many lizards are green, grey or yellow Some like eating (1) and

some like eating fruit.

A lizard can run on its four (2) and it has a long

Many lizards live in (4) but, at the beach, you can find some

lizards on the (5) Lizards love sleeping in the sun!

animals

Paper 2

Pre A1 Starters Reading and Writing Tasks

Reading and Writing Part 5

u Frequent question words like where and when are often misinterpreted or

confused in Part 5, so do exercises which encourage quick, accurate reading

so that question words are correctly identified and understood

answers.

Examples

Questions

1 What are the children

some toy

playing with?

Parents can get more information

from the Information for

parents page on the Cambridge

English website.

Teachers can find lesson plans and sample papers on the Cambridge English website.

1 Interlocutor–candidate Scene picture and object cards Point to correct part of picture.Place object cards on the scene picture as

directed

2 Interlocutor–candidate Scene picture Answer questions with short answers including a ‘Tell me about …’ question.

Tips for preparing learners for the Speaking paper

✔

✔ One way of making the test as stress free as possible is that

the child is first met by an usher who explains the format of

the test in the child’s first language before taking him or her

into the test room to meet the examiner

✔

✔ The standard format for the Speaking test is one child and

one examiner

✔

✔ The pictures and questions used in the test are all based on

the vocabulary and structures in the Pre A1 Starters lists This

means that children who have been taught using the lists

will be familiar with all the language they need in order to

do well

✔

✔ The format of the test always follows the same pattern

so that children who are well prepared will not receive any surprises

✔

✔ Use English to give everyday classroom instructions so that

children become very familiar with instructions like Look

at … , Give … , Put … , Find …, Tell me …

whenever this is appropriate

Quick links to resources

u The examiner asks the candidate some questions about the scene picture.

HOW TO APPROACH THE TASK

u Candidates should also practise responding to ‘Tell me about’ questions

with simple sentences, such as What’s the man doing? (reading) Tell me

about the boat (it’s blue/red It’s on the floor.)

There are 25 questions

You have 20 minutes

You will need a pen or pencil.

Download the audio files for the sample paper here:

There are 25 questions

You have 20 minutes

You will need a pen or pencil.

Download the audio files for the sample paper here:

cambridgeenglish.org/movers-audio-sample-v1

Speaking Part 3

THE TASK

u

u The examiner asks the candidate questions about four of the object cards

HOW TO APPROACH THE TASK

u The examiner asks the candidate some personal questions on topics such as age, family, school and friends

HOW TO APPROACH THE TASK

u

u In Part 4, candidates need to feel confident that they can give basic information about themselves and can answer questions such as:

How old are you? What’s your friend’s name? Is your house/apartment big or small? Can you play table tennis? What’s your favourite colour/animal/sport/food?

ASSESSMENT

u

u This part tests understanding and responding to personal questions

The usher introduces the child to the examiner.

1 After asking the child ‘What’s your name?’, the examiner familiarises the child with

the picture first and then asks the child to point out certain items on the scene picture,

e.g ‘Where’s the door?’ The examiner then asks the child to put two object cards in

various locations on the scene picture, e.g ‘Put the robot on the red chair.’

2 The examiner asks questions about two of the people or things in the scene picture,

e.g ‘What’s this?’ (Answer: banana) ‘What colour is it?’ (Answer: yellow) The

examiner also asks the child to describe an object from the scene, e.g ‘Tell me about

this box.’

3 The examiner asks questions about four object cards, e.g ‘What’s this?’ (Answer:

(orange) juice) and ‘What do you drink for lunch?’

4 The examiner asks questions about the child, e.g ‘Which sport do you like?’

1/7 1/6

1/5

1/4 1/3

1/2 1/1

1/8 1/7

1/6 1/5

1/4 1/3

1/2 1/1

1/8

1/7 1/6

1/5

1/4 1/3

1/2 1/1

1/8 1/7

1/6 1/5

1/4 1/3

1/2 1/1

1/8

1/7 1/6

1/5

1/4 1/3

1/2 1/1

1/8 1/7

1/6 1/5

1/4 1/3

1/2 1/1

1/8

1/7 1/6

1/5

1/4 1/3

1/2 1/1

1/8 1/7

1/6 1/5

1/4 1/3

1/2 1/1

1/8

Pre A1 Starters Grammar and structures list

Grammar and structures list

Grammar and structures list

See the vocabulary lists for a comprehensive list of words in each category

Examples Nouns

Singular and plural including irregular plural forms, countable

and uncountable and names

Would you like an orange?

Lemons are yellow

Pat has six mice

I eat rice for lunch

Anna is my friend

Adjectives

Including possessive adjectives

He’s a small boy

His name is Bill

This is an apple

Put the hat on the boy’s head

I want some milk

These books are blue

Pronouns

Including demonstrative, personal, and possessive interrogative

pronouns and ‘one’

(Positive, negative, question, imperative and short-answer

forms, including contractions)

I don’t like eggs

Eat your lunch!

Is that your sister? Yes, it is

The cat’s sleeping

She hasn’t got a dog

My grandma lives here

She lives here too

Prepositions of place and time Put the clock next to the picture

We go to school in the morning

Examples

Where is Alex?

There are some books on the table

Would you like to colour that ball?

Yes, please

Here you are

Me too

So do I

What beautiful fish!

OK! The egg is in the box What now?

an det and conj angry adj

animal n Ann/Anna n answer n + v apartment (UK flat) n apple n

arm n

armchair n ask v

Bill n bird n birthday n black adj blue adj board n board game n boat n body n book n bookcase n bookshop n boots n

bounce v box n boy n bread n breakfast n brother n brown adj burger n bus n but conj bye excl

close v closed adj clothes n coconut n colour (US color) n + v come v

complete v computer n cool adj + excl correct adj

count v cousin n cow n crayon n crocodile n cross n + v cupboard n

do v dog n doll n

donkey n don’t worry excl door n

double adj draw v

drawing n dress n drink n + v drive v duck n

Pre A1 Starters Alphabetic vocabulary list

Alphabetic vocabulary list

Alphabetic vocabulary list

Grammatical Key

adj adjective adv adverb conj conjunction det determiner

excl exclamation

int interrogative

n noun poss possessive prep preposition pron pronoun

v verb

enjoy v eraser (UK rubber) n Eva n

evening n example n eye n

flower n fly v

food n foot/feet n football (US soccer) n for prep

friend n fries (UK chips) n

frog n from prep fruit n fun adj + n funny adj

goodbye excl Grace n grandfather n grandma n grandmother n grandpa n

grape n gray (UK grey) adj great adj + excl green adj grey (US gray) adj guitar n

hi excl

him pron hippo n his poss adj + pron hit v

hobby n hockey n hold v home n + adv

hooray excl horse n house n how int how many int how old int Hugo n

J

jacket n

jeans n

jellyfish n Jill n

juice n jump v

K

keyboard (computer) n

kick v

kid n Kim n

kitchen n kite n

kiwi n know v

lizard n long adj look v look at v lorry (US truck) n

a lot adv + pron

a lot of det

lots adv + pron lots of det love v Lucy n lunch n

monkey n monster n morning n mother n motorbike n mouse/mice n mouse (computer) n mouth n

Mr title Mrs title mum n music n

my poss adj

no adv + det nose n not adv

now adv number n

open adj + v

or conj orange adj + n our poss adj

phone n + v photo n

piano n pick up v picture n pie n pineapple n pink adj plane n play v

playground n please dis point v polar bear n poster n potato n purple adj put v

robot n room n rubber (US eraser) n rug n

ruler n run v

skateboarding n skirt n

sleep v small adj smile n + v snake n

so dis soccer (UK football) n sock n

sofa n some det song n sorry adj + int

spell v spider n sport n stand v start v stop v store (UK shop) n story n

street n Sue n sun n sweet(s) (US candy) n swim v

throw v tick n + v tiger n

to prep today adv + n Tom n tomato n too adv toy n train n tree n trousers n truck (UK lorry) n

try n + v T-shirt n TV/television n

Alphabetic vocabulary list

where int which int white adj who int whose int window n

with prep woman/women n word n

would like v wow! excl write v

young adj your poss adj

yours pron

Z

Letters & Numbers

Candidates will be expected to understand and write the letters of the alphabet and numbers 1–20

KimLucyMark MattMay (as in girl’s name)

NickPatSamSueTom

Download the full vocabulary lists which includes the thematic and grammatical vocabulary lists, as well as the combined list for Starters, Movers and Flyers.

www.cambridgeenglish.org/starters

www.cambridgeenglish.org/movers

www.cambridgeenglish.org/flyers

33A1 Movers

Contents

Paper 1: Listening Tasks 35

A1 Movers

Tasks

The Tasks pages give information

about the exam format and what is

tested in each part of the paper

Preparing learners

The Preparing learners pages give

information and advice about what

teachers can do to prepare their

learners There are also links to

useful websites to find additional

materials You’ll find suggested

strategies to help learners perform

to the best of their ability on

Grammar and structures list

The list below details what is new at A1 Movers level Candidates will be expected to know everything on this list in addition to the list at

Pre A1 Starters level See the vocabulary lists for a comprehensive list of words in each category.

Examples

Indirect objects Give it to the teacher!

Comparative and superlative adjectives Your house is bigger than mine.

Anna is my best friend.

Verbs

(Positive, negative, question, imperative and short-answer

forms, including contractions)

Past simple regular and irregular forms We went to the park yesterday

Her father cooked lunch on Friday

Did you go to the cinema? Yes, I did

Verb + infinitive I want to go home

He started to laugh.

Verb + ing I went riding on Saturday.

Infinitive of purpose She went to town to buy a toothbrush.

Want/ask someone to do something He wants the teacher to tell a story.

Must for obligation He must do his homework

You mustn’t give the rabbit cheese

Must I get up now?

Have (got) to/had to I’ve got to go

Do I have to go to bed now?

He had to draw a whale for homework

Shall for offers Shall I help you wash the car, Mum?

Could (past form of can) I could see some birds in the tree.

Adverbs She never eats meat.

He sang loudly.

My mother talks a lot.

Comparative and superlative adverbs My brother reads more quickly than my sister.

I like ice cream best.

Conjunctions I went home because I was tired.

Prepositions of time She plays with her friends after school.

He plays badminton on Saturdays.

Question words Why is he talking to her?

all adj + adv + det + pron

all right adj + adv

along prep

always adv

another det + pron

any det + pron app n around prep asleep adj

at prep of time aunt n awake adj

best adj + adv

better adj + adv

blanket n

blond(e) adj

boring adj both det + pron bottle n bottom adj + n bowl n brave adj break n brilliant adj + excl

bring v building n bus station n bus stop n busy adj buy v

comic book n cook n + v cough n

could (as in past of can for

ability) v country n countryside n cry v cup n curly adj

Alphabetic vocabulary list

Parents can get more information

from the Information for

parents page on the Cambridge

English website.

Teachers can find lesson plans and sample papers on the Cambridge English website.

Part Number of questions Number of marks Task types What do candidates have to do?

Carry out instructions, locate objects, colour correctly and write

(Range of colours is: black, blue, brown, green, grey, orange, pink, purple, red, yellow)

Tips for preparing learners for the Listening paper

✔

✔ It is important to make sure that children can understand

the spoken and written forms of all the words on the

Pre A1 Starters and A1 Movers wordlists When preparing

tasks, test writers keep strictly to the vocabulary and

grammatical structures so that children who have been

carefully prepared will be familiar with all the language they

hear or read on the day of their test The vocabulary to be

tested was selected with young learners in mind and focuses

on words relevant to young children’s experiences of the

world, such as animals, toys, home, school and children’s

leisure activities

✔

✔ Familiarise the children with spoken forms of British and American English The recordings use a range of adults and children speaking clearly in standard British and American English

• Vocabulary list (including topics list)

• Free teaching resources

u Make sure that candidates know which first names on the vocabulary lists are male and which are female Note that Alex, Kim, Pat and Sam may be used to refer either to a boy or to a girl

u

u Train candidates to listen for all the information that they are given about

a particular person They should not jump to conclusions after hearing one piece of information, as usually some further information will be required

in order to identify the correct person

HOW TO APPROACH THE TASK

to the recording

u

u One of the questions may involve them writing a word that is spelled for them, so carry on practising spelling in English There is often – though not always – a question where the answer is a number, so make sure children are confident with numbers up to 100 in English

Ben Sally Nick Kim

Jane Paul Mary

Name of zoo: Jungle

Number of different kinds

of animals:

Can give food to:

Animal food in store

next to:

Food on train: and lemonade

Going to the zoo

HOW TO APPROACH THE TASK

u

u Children have to match a picture from the right-hand page with one on the left-hand page For example, they may have to match a picture to the person who took that picture or an activity to the place where someone did that activity Reading the introductory question above the pictures on the left-hand page before listening to the recording will help children to understand what the specific task is about

u

u Make sure children realise that they will not hear information about the pictures in the order in which they appear on the page Pictures on both the left and right-hand pages will be mentioned in random order

u

u There are two extra pictures on the right-hand page These pictures will be referred to in the dialogues but do not answer the question It is important, therefore, to listen and understand the whole of the dialogue rather than just identifying individual words

HOW TO APPROACH THE TASK

Mrs Castle is telling Sally, about the people in her family and

about their different hobbies Which is each person’s favourite

What is the DVD about?

HOW TO APPROACH THE TASK

u

u Make sure that children know exactly what they have to do In Part 5, they will have to colour various objects and write one word in the space indicated They will not be expected to colour particularly well They simply have to show that they have understood the instructions correctly This includes not doing anything that they are not asked to do So make sure children know they should only colour what they are told to colour

u

u Ensure that candidates understand that they do not only have to colour

at A1 Movers level; they will also have to write something for one of the questions in this part of the test It will not be a difficult word and there will be something in the picture that makes it a logical word to write

u

u Train candidates to listen carefully for prepositional phrases which describe exactly where something is (e.g the bag behind the chair or the towel under the desk)

8